To Simplify or Not? Facilitating English L2 Users' Comprehension and Processing of Open Educational Resources in English Using Text Simplification

Autor/inn/en	Rets, Irina; Rogaten, Jekaterina
Titel	To Simplify or Not? Facilitating English L2 Users' Comprehension and Processing of Open Educational Resources in English Using Text Simplification
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 3, S. 705-717Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rets, Irina) ORCID (Rogaten, Jekaterina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12517
Schlagwörter	Forschungsbericht; Open Educational Resources; Second Language Learning; Second Language Instruction; English (Second Language); Recall (Psychology); Teaching Methods; Barriers; Language Proficiency; Adult Learning; Reading Materials; Reading Comprehension; Language Usage; Language Processing; Reading Rate; Online Courses; Reading Processes + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Abberufung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Adulte education; Adult training; Erwachsenenbildung; Leseverstehen; Sprachgebrauch; Sprachverarbeitung; Reading readiness; Reading speed; Lesegeschwindigkeit; Online course; Online-Kurs; Leseprozess
Abstract	Open Educational Resources (OER) aim to provide equal access to education. Yet, as the language level used in OER presents a barrier to many learners, there is a need to make these resources more comprehensible. This study combined eye-tracking methodology and comprehension assessment to explore the effect of text simplification on English second language (L2) users, while also accounting for text organizational structure and individual predispositions. A total of 37 adult English L2 users took part in the study. They had to read either an authentic narrative, authentic expository OER or their linguistically simplified versions. The analysis showed that simplification led to better text comprehension, and text narrativity facilitated text recall, particularly at lower English proficiency levels. Eye-tracking measures revealed that text simplification led to an increase in processing time during the initial reading of the text and a decrease in processing time during text re-inspection. These findings have strong practical applications for online teaching with OER. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01